How Bilingualism Affects Student Science Performance During Elementary Grades: Assessing Heterogeneous Findings With Moderation

• In Event: The Ecology and Development of STEM Learning: Factors Influencing STEM Learning Across the Lifespan

Abstract

This study analyzed a population-based cohort to investigate the relationship between bilingualism and science achievement across first to fifth grade. In addition to the reference English monolinguals group, this study combined parents-reported language usage information and direct language proficiency assessment to sort four additional bilingual sub-groups: primary non-English monolinguals, English dominant bilinguals, bilinguals with English proficiency, and bilinguals with limited English proficiency. This study controlled antecedent, opportunity, and propensity factors and found that two groups (primary non-English monolinguals and bilinguals with English proficiency) positively predicted later science achievement starting in second grade. Finally, as children progress through each grade, early kindergarten working memory and reading assessments serve as moderators to help bilinguals with limited English proficiency improve their science performance.

Author

• Eric Hengyu Hu, The Pennsylvania State University - University Park